The DOI matches its Crossref record; 29 of the 29 references it cites were found in a registry or an index.
Enhancing Diversity in Undergraduate Science: Self-Efficacy Drives Performance Gains with Active Learning
Open accessAbstract
Efforts to retain underrepresented minority (URM) students in science, technology, engineering, and mathematics (STEM) have shown only limited success in higher education, due in part to a persistent achievement gap between students from historically underrepresented and well-represented backgrounds. To test the hypothesis that active learning disproportionately benefits URM students, we quantified the effects of traditional versus active learning on student academic performance, science self-efficacy, and sense of social belonging in a large (more than 250 students) introductory STEM course. A transition to active learning closed the gap in learning gains between non-URM and URM students and led to an increase in science self-efficacy for all students. Sense of social belonging also increased significantly with active learning, but only for non-URM students. Through structural equation modeling, we demonstrate that, for URM students, the increase in self-efficacy mediated the positive effect of active-learning pedagogy on two metrics of student performance. Our results add to a growing body of research that supports varied and inclusive teaching as one pathway to a diversified STEM workforce.
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Cites
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“Although other studies have shown that an increased sense of belonging improves performance for URMs (Walton and Cohen, 2007, 2011), it is likely that this is not evident here, because the differences are small and more distal to class performance than is the self-efficacy measure.”
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Cited by
Theobald, E. J., Hill, M. J., Tran, E., Agrawal, S., Arroyo, E. N., Behling, S., Chambwe, N., Cintrón, D. L., Cooper, J. D., Dunster, G., et al. (2020) · Proceedings of the National Academy of Sciences · doi:10.1073/pnas.1916903117 · Cited by 1,387
“Although the strong average benefit to students from MGS supports the call for widespread and immediate adoption of active-learning course designs and abandonment of traditional lecturing (23, 36), we caution that change will be most beneficial if faculty and administrators believe that underrepresented students are c…”
Gender differences in student participation in an active-learning classroom
Aguillon, S. M., Siegmund, G.-F., Petipas, R. H., Drake, A. G., Cotner, S., & Ballen, C. J. (2020) · CBE—Life Sciences Education · doi:10.1187/cbe.19-03-0048 · Cited by 215
Self-citationSalehi, S., Burkholder, E., Lepage, G. P., Pollock, S., & Wieman, C. (2019) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.15.020114 · Cited by 123
Self-citationExploring the structure of students’ scientific higher order thinking in science education
Sun, H., Xie, Y., & Lavonen, J. (2022) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2022.100999 · Cited by 77
Reducing loneliness among migrant and ethnic minority people: a participatory evidence synthesis
Salway, S., Such, E., Preston, L., Booth, A., Zubair, M., Victor, C., & Raghavan, R. (2020) · Public Health Research · doi:10.3310/phr08100 · Cited by 54
Metadata
- Authors
- Ballen, C. J., Wieman, C., Salehi, S., Searle, J. B., & Zamudio, K. R.
- Venue
- CBE—Life Sciences Education
- Published
- 2017-12
- Volume
- 16
- Issue
- 4
- Pages
- ar56
- ISSN
- 1931-7913 (ISSN-L)
- OpenAlex
- W2765683745
- Cited by
- 373
- References
- 29
- FWCI
- 42.69
- Type
- journal article
- Language
- en
- Open access
- hybrid
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